Stellenbosch Working Paper Series No. WP22/2020 Publication date: December 2020
Stellenbosch Working Paper Series No. WP20/2020
Publication date: November 2020
This working paper presents the findings of research into the impact of the COVID-19 pandemic on the curriculum in South Africa. Four research questions frame the report:
This brief replicates UNESCO’s calculations, to determine whether South African teachers’ wages are comparable with those in Denmark. The level of teacher wages so determined was only USD71, which is similar to Japan and Italy, but even this seems unrealistically high. UNESCO uses purchasing power parity (PPP) exchange rates for converting teacher pay across countries to dollars – this is where the problem might be. As an alternative strategy to assess the adequacy of teacher pay in international comparison, we use teacher household assets instead of compensation as a proxy for teacher living standards. This results in findings which are considered to be plausible, as South Africa is then comparable with developing countries such as Botswana, Malaysia and Philippines.
International research has shown that the quality of school leadership and management (SLM) is important for teaching and learning, particularly in schools where there is acute resource deprivation.
The report serves as a background paper to UNESCO’s 2020 Global Education Monitoring Report (GEMR).
Van der Berg, S & Spaull, N. (2020). Counting the Cost: COVID-19 school closures in South Africa & its impacts on children. Research on Socioeconomic Policy (RESEP). Stellenbosch University. Stellenbosch.